The Titanic Ship of dreams or ship of nightmares? How does the Titanic tragedy affect the ships of our future? A cross-curricular project using: Literacy, Science, History, Art, ICT, Maths in context, RE and PSHE
ICT environment
To be a writer I will need to:
Project specific Bloom’s taxonomy questions will be printed and displayed in the ICT area with a list of useful age
Video clips of the Titanic leaving port, animations that can be created using coding software, research tools that are easily accessible. The children can also access research into the lives of the passengers, crew and main characters. The research resources and useful websites will also be displayed and accessible throughout the curriculum.
Ship of dreams or ship of nightmares? How does the Titanic tragedy affect the ships of our future?
Project product:
Science, Art and History
Maths
Can you design a ship for the future that will be as safe and energy efficient as possible?
communication. The children will be able to adapt their
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communication and information dependant on their
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What changes to boats that are manufactured today would you recommend? Can you predict how boats could be produced in the future to learn from the Titanic’s sinking? Which of the changes that were applied after the sinking of the Titanic was the most significant to future safety aboard ships? From the learning so far, can you develop a timeline of the events that contributed to the sinking of the Titanic from departure to sinking? Can you draw what the ‘new’ plan/blueprint of the Titanic would have looked like after the changes for safety were applied? Design and create a computer animation of the sinking of the Titanic Can you provide an example of how the classes were treated differently? What flaws in the design and construction of the Titanic may have contributed towards the sinking and why? What changes in ship design and construction were put in place as a result of the sinking? When and where did the Titanic sink? How did the Titanic sink? Roughly how many people died? What was the Titanic like on board for the different classes? Where did the Titanic depart from and where was it heading?
The children will require opportunities to verbalise
A
their ideas before being able to internalise their understanding.
Learning environment The reading corner can be used to set up a third class bedroom. This could be complete with a bunk-bed (cardboard boxes?) and a small sink. The corner can be plastered with key project questions. The corridor can have pictures from the ignite and also from the deck as the passengers promenade.
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The children will also have the resources that they will require to learn accessible including: Blooms project questions, maths resources, literacy ladders and resources and project books.
What will a successful learner look like? The learners will:
Be engaged, motivated and inspired
Learn in a level 4 or 5 learning zone
Ask deep questions and reflect
Take ownership of their learning Use talk as an effective learning tool
Create a set of lifeboats that would sufficiently have the capacity to float all of the passengers on a boat. Rank the effectiveness on the boats ability to safeguard half, ¾ and all of its passengers. Explain how you know that the ability to hold weight was insufficient in the lifeboats on board the Titanic.
Can you explain how the builders of the ship would have measured the boat during construction?
Can you demonstrate how to use different measurements effectively by measuring an object?
Can you convert your units of measure to higher or smaller units? Can you describe other similar situations where you might use your chosen units of measure?
technologies
Be engaging to the children’s peers.
character. Prove its
Home learning The home learning for maths and reading will be personalised based upon the children’s needs. Children can complete research about the Titanic, its history and the reasons that contributed to it sinking. They can use this knowledge to present it in different forms for the class e.g. timeline, drama, presentation. Children can write letters home to a loved one, a diary entry or create a play-script for the Titanic.
To be a scientist: DISCRETE – Properties of materials. Liquids, solids and gasses and their chemical and physical changes of state. To be a Historian: Study of a significant turning point in British History. A change in the social history of the United Kingdom. Study the effect of the Titanic tragedy on the regulations defining transport and industry. To be a computer programmer: Chronologically program an animation of the sinking of the Titanic. To be an artist: Continue a picture using different materials and sketching the ship of the future. Create a sketch book in order to develop the ideas of the ship of the future. To be a mathematician: Use of measurement in understanding the ships size and its ability to take passengers on board safely.
What does a quality exhibition look like? The ship of the future display should: Be based in evidence and questioning Be realistic using current or near current
of a third, second or first class
narrative and a biography.
Blooms questions to guide stage of your project
and give constructive feedback where appropriate.
Write a narrative from the point of view
3 pieces including: an explanation text,
and our designs for a ship of the future.
audience. The children will be able to listen to others
We will create a Titanic exhibition to display our learning
considering their audience and the purpose of the
C
explain their understanding and information,
sinking/changes due to the Titanic.
Project question:
To be a good Speaker and Listener: The children will be able to clearly and concisely
recount) about the Titanic
Igniting and Inspiring
appropriate websites for the project.
Write a newspaper report (journalistic
To be a reader… Core texts:
National Curriculum coverage for Titanic Statutory requirements for Literacy, Science, History, ICT, Maths in context, Art, RE and PSHE
Art – complete detailed drawings of a cross-section of the Titanic. Complete a partially completed image or expand on small section e.g. % of children achieved the statements
Literacy outcomes: Poetry (discrete) “Sea Timeless Song” Narrative – Character descriptions of 1st,3rd class passengers and crew of the Titanic (inspired by Michael Morpurgo’s Kaspar Prince of Cats) Newspaper recounts – purpose to answer the project question. Newspaper article written as if looking back on the Titanic disaster and reflecting on how it impacted future ship design and construction Science – to be discretely taught
ICT – produce animations of the sinking of the Titanic on 2Animate or similar (more advanced software would be better)
History – focus on the impact of the sinking of the Titanic on the changes to design and construction of ships (inc. safety procedures)
Maths in context – measure (capacity) investigation into the size and capacity of lifeboats aboard the Titanic. E.g. to make sure everyone aboard the Titanic has a place on a lifeboat, how life boats would be needed?
RE – Belonging in Chrsitianity (taken from RE Brooklands Entitlement) Possible questions about belonging Christianity
Why, where and how do people worship? Why do Christians believe it is important to worship and worship together? How are churches used for worship? Why and where do Christians go on pilgrimage?
Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following
Content suggestions NB Before planning from content meet with year 3,4,5&6 re Christianity so that you do not overlap on content coverage The importance of worship for Christians. If possible speak with Christians about why it is important for them to worship with others. Explore different styles of Christian worship especially those represented in your area to include different styles of celebrating the eucharist Christian pilgrimage eg to Israel including Bethlehem and Jerusalem, Lourdes, Rome, Taize, Canterbury, Iona, Walsingham Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following
level 3 Can I describe ways in which Christians worship? Can I make links between Christian beliefs and why/where Christians go on pilgrimage? Can I ask important questions about ways in which people express and share things that are very important to them; how people remember/commemorate important events?
level 4 Can I describe and show understanding of ways in which Christians worship; links between Christian beliefs and pilgrimage? Can I raise, and suggest answers to, questions about ways in which people express and share things that are very important to them; how people remember /commemorate important events
Why are some occasions sacred to believers? How and why do Christians celebrate new life? How and why do Christians celebrate personal commitment to faith?
Infant baptism and dedication ceremonies Confirmation Believers’ baptism
How and why do Christians celebrate marriage? Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following
Marriage Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following
level 3 Can I describe how Christians celebrate new life, commitment to faith and marriage, making links with Christian beliefs? Can I Identify ways in which important times in their own and others’ lives have been marked?
level 4 Can I describe and show understanding of different ways in which Christians celebrate new life, commitment to faith and marriage, making links with Christian beliefs; similarities and differences with these special occasions in other religions? Can I describe ways in which important times in my own and others’ lives have been marked and their significance?
What do people believe about life after death and how are these beliefs reflected in the ways in which they mark death? How and why do Christians mark a person’s death? What do Christians believe about life after death and why? Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following
Christian funerals and how they illustrate beliefs about life after death Christian beliefs about life after death concept of heaven
level 3 Can I describe ways in which Christians mark death; what Christians believe about life after death;( how these beliefs influence the way life is lived) Can I make links between my own beliefs about life after death (and my approach to living)
Level 4 Can I describe and show understanding of ways in which Christians mark death; how Christian beliefs about life after death are linked with the crucifixion and the resurrection of Jesus; similarities/differences between Christian beliefs about life after death and those of other religions; (how these beliefs influence the way life is lived) Can I raise, and suggest answers to, questions about how my own beliefs about life after death might influence they way they live?
Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following
PSHE – Economic Wellbeing (taken from Cambridgeshire scheme) unit 3 ‘Financial Capability’ Section A: Financial Understanding 1. To develop a broader view of what money is, including its history, trade and currencies 2. To know that different jobs require different skills and are paid at different rates. 3. To know what is deducted from earnings and why (begin to understand pensions, insurance, tax etc.), and how money we earn might support the community. 4. To differentiate between essentials and desires (needs and wants) and understand that these may be different for different people and circumstances. 5. To know how you might plan for the immediate and more distant future, including the part debt might play and how and why people save. Section B: Financial Responsibility and feelings about money 6. To begin to understand that our choices about spending affect our local communities and the wider world. 7. To begin to understand that ‘poverty’ might have different meanings to people in different circumstances. Section C: Financial Competence 8. To be able to manage money in a real life situation. Section D: Processing the Learning 9. To understand what they have learned in this unit and be able to share it with others. At the end of this unit most pupils will: • have a broad view of what money is, including history, trade and currencies. • understand that occupations require different skills and allow for different earnings, the deductions from which support others in the community. • know that the choices we make and the ideas we have about money change according to individual circumstances, values, beliefs and culture. • understand how our choices can have an impact on the local and wider communities.
• understand that managing money is complex and may involve risk but there are people who can help. • have a broad view of what we mean by poverty and know something of its links with trade and charities. • understand that feelings around money can be complex, difficult and changeable. • be able to manage money effectively in real life situations, making informed choices, tracking spending and keeping within a budget Some pupils will not have made so much progress and will: • have a wider understanding of what money is. • understand that occupations require different skills and allow for different earnings. • know that we don’t keep all that we earn and that money is used for the community. • know that we make choices about spending because of our values, circumstances, beliefs and culture. • know that using and managing money may include planning, saving and activities which may involve risk and debt and that there are people who can help us. • understand that feelings around money can be complex and hard to manage. • understand how to manage money effectively in real life situations. Some pupils will have progressed further and will: • have a broad view of what money is, including history, supply and demand, trade and currencies. • know that the skills we have may determine our jobs and possible earnings. • understand some ways paid employment supports the community as a whole. • understand that managing money, and our feelings about it, is complex but there are people who can help. • understand some of the ways that the choices we make affect us, our communities and the wider world. • understand how to and be able to manage money effectively in real life situations, making informed choices, tracking spending and keeping within a budget. • have a broad view of what we mean by poverty, know something of its causes and how charities are involved.
Brooklands Farm entitlement Titanic – To be an Scientist, the children must be able to: Level 3 Considering Evidence and Evaluating. • Can I give reasons for my observations? • Can I look for patterns in my data and try to explain them? • Can I suggest how I can make improvements to my work?
Ideas and Evidence In Science. • Can I recognise why it is important to collect data to answer questions? Obtaining and Presenting Evidence • Can I use scientific vocabulary to describe my observations? • Can I record my observations, comparisons and measurements using tables, charts, text and labelled diagrams?
Level 4 Considering Evidence and Evaluating. • Can I use my data to interpret patterns in my data? • Can I consider how changing one variable can alter another and use the convention of ‘er’ words to describe this (e.g. The heavier the load, the longer the spring)? • Can I relate my conclusions to these patterns? • Can I use appropriate scientific language? • Can I suggest improvements to my work and give reasons. Ideas and Evidence In Science. • Can I recognise that scientific ideas are based on evidence? Obtaining and Presenting Evidence • Can I make observations using materials and equipment that are right for the task? • Can I record my observations using tables and bar charts? • Can I plot points to make line graphs?
% of the children achieved this statement Level 3 Level 4
Scientific Enquiry: Planning. • Can I act on suggestions and put forward my own ideas about how to find the answer to a question? • With help can I carry out a fair test and explain why it was fair? • Can I predict what might happen before I carry out any tests? • Can I measure length, mass, time and temperatures using suitable equipment?
Scientific Enquiry: Planning. • Can I decide on the most appropriate approach to an investigation (e.g. a fair test) to answer a question? • Can I describe how to vary one factor while keeping others the same? • Can I make predictions? • Can I select which information to use from sources provided for me (print and screen)?
Titanic – To be an historian, the children must be able to: Level 3
Level 4
Knowledge skills and Understanding • Can I use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the passing of time? • Can I use a time line to place events I have found out about? • Can I name the date of any significant event from the past that I have studied and place it in approximately the right place on a time line? Can I use words and phrases such as century, decade, before Christ, after, before, during to describe the passing of time? Knowledge and understanding of events people and changes in the past Can I use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past? Can I ask, “What was it like for a... (child, rich person, etc) during… Can I suggest sources of evidence to help me answer questions?
Knowledge skills and Understanding Can I use a time line to place events I have found out about both in this country and abroad? Can I describe the main changes in a period in history? (Using words such as ‘Social’, ‘religious’, ‘political’, ‘technological’ and ‘cultural’. Can I name the date of any significant event from the past that I have studied and place it in the right place on a timeline?
Historical Interpretation Can I give clear reasons why there may be different accounts of history? Have I looked at two versions of the same event in history and have identified differences in the accounts? Can I give reasons why there may be different accounts of history?
Knowledge and understanding of events people and changes in the past Can I use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past? Can I choose reliable sources of evidence to help me answer questions, realising that there is often not a single answer to historical questions? Historical Interpretation Have I looked at different versions of the same event in history and have identified differences in the accounts? Do I know that people both now and in the past represent events or ideas in a way that persuades others? Do I know and understand that it is important to know that some evidence from the past (and present) is propaganda, opinion
% of the children achieved this statement Level 3 Level 4
or misinformation, and that this affects interpretations of history? Historical Enquiry • Can I use evidence to describe the --houses and settlements of people in the past. • Can I use evidence to describe the culture and leisure activities from the past. • Can I use evidence to describe the clothes, way of life and actions of people in the past. • Can I use evidence to describe buildings and their uses of people from the past. • Can I use evidence to describe the things people believed in the past (attitudes and religion) • Can I use evidence to describe what was important to people from the past. • Can I use evidence to show how the lives of rich and poor people from the past differed. • Can I use evidence to find out how any of the above may have changed during a time period. • Can I use evidence to give reasons why changes may have occurred. • I show on a time line, the changes that I have identified. • Can I describe some similarities and differences between some people, events and objects (artefacts) I have studied. • Can I describe how some of the things I have studied from the past affect life today. Organisation and Communication Can I present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills? Can I use dates and terms accurately? Can I discuss the most appropriate way to present my information, which I realise is for an audience?
Historical Enquiry With help, can I choose reliable sources of factual evidence to describe: -the houses and settlements of people in the past? - the culture and leisure activities from the past? -the clothes, way of life and actions of people in the past? -buildings and their uses of people from the past? - the things people believed in the past (attitudes and religion) - what was important to people from the past. -the lives of rich and poor people from the past differed. With help, can I choose reliable sources of factual evidence to find out how any of the above may have changed during a time period? Can I give my own reasons why changes may have occurred, backed up by evidence I have researched. Can I show on a time line, the changes that I have identified? Can I describe similarities and differences between some people, events and objects (artefacts) I have studied? Can I describe how some of the things I have studied from the past affect life today?
level 4
Organisation and Communication Can I present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills? Can I use dates and terms accurately? Can I choose the most appropriate way to present my information, which I realise is for an audience?
RE – Believing in Christianity, the children must be able to:
% of the children achieved this statement
Level 3
Level 4
Level 3
level 3 Can I make links between Christians’ beliefs about God as creator and their care of the world; Christian beliefs about Jesus and his teachings and how they make a difference to people’s lives; Christian beliefs about the Holy Spirit and how they make a difference to people’s lives?
level 4 Can I describe what Christians believe about a creator God and the difference this makes to their lives; what Christians believe about Jesus and the Holy Spirit and the difference this makes to their lives Can I Suggest what/who influences them and how this makes a
Level 4
difference to their lives
Can I recognise similarities and differences between their own and Christian beliefs about God? Can I make links between their ideas about caring for others and their environment and their own actions? Level 3
Can I make links between Bible narratives and Christian beliefs about God, the world and human life? Can I Identify the impact religion has had on the lives of influential Christians; what Christians learn from these people? Can I Identify what influences me; what I might have learned from the Christian narratives I have explored?
Can I describe and show understanding of Bible texts and other writings that help Christians learn about God, the world and human life Can I make links between Biblical teachings and the lives and writings of influential Christians? Can I describe what inspires and influences them and others?